Articles
<![CDATA[Indonesian EFL students’ verbal episodes in proficiency pairings ]]>
<![CDATA[Ani Susanti]]>;
<![CDATA[Utami Widiati]]>;
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Tengku Intan Suzila Tengku Sharif]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
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DOI: 10.11591/ijere.v11i1.22025
<![CDATA[The quality of collaborative writing process to some extent depends on the verbal episodes occurring during the collaboration. This study aimed to describe English as a foreign language (EFL) students’ verbal episodes in proficiency pairings. A case study design was used in this study. It involved 40 EFL students of the English department in an Indonesian university. They were divided into two groups based on the types of proficiency pairings: heterogeneous (20 students) and homogenous (20 students). Therefore, this study was also intended to identify which of the two types of proficiency pairings produces more verbal episodes than the other. The verbal processes were audio recorded and then transcribed. The audio transcriptions were analyzed for common themes related to episode categorization. To ensure the reliability of the episode analysis, inter-coder, and intra-coder checks were employed. The results showed that Indonesian EFL students used three major types of verbal episodes: language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). The study also revealed that proficiency levels determined the categories of LREs and SEs most frequently produced by the heterogeneous and homogeneous pairs. Both the heterogeneous and homogeneous pairs were likely to produce almost the same frequencies of categories of TREs more particularly in terms of organization and content. Further research might explore the link between the number of episodes and the learning gains.]]>
<![CDATA[The Teaching of EFL Vocabulary in the Indonesian Context: The State Of The Art ]]>
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Utami Widiati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 19, No 1 (2008) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices]]>
<![CDATA[Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learners Literacy Development ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aidas classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.]]>
<![CDATA[The Teaching of EFL Vocabulary in The Indonesian Context: The State of The Art ]]>
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Utami Widiati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.]]>
<![CDATA[THE TEACHING OF EFL LISTENING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 2 (2009) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakersââ¬â¢ utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.]]>
<![CDATA[The Overall Proficiency in English Composition of Indonesian University Students of EFL ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: This study was aimed at examining the students overall proÃÂficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of UniÃÂversitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students overall proficiency in English composition. In adÃÂdition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curricuÃÂlum appeared to play an important role in developing the students over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.]]>
<![CDATA[Features and Functions of Journals: A Preliminary Study ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: This study is intended to describe the features and functions of journals written by EFL learners. The features described include the contents and organization of the journals. The functions examined in this study include sense of purpose and sense of audience in writing. The subjects of the study were students of the first semester who took English intensive course at the English Department of IKIP MALANG. The results of content analysis indicate that journals that the students write contain various themes. Analysis on paragraph organization indicates that paragraphs in the journals generally show adequate development. This study also shows that the student journals reflect sense of purpose and sense of audience in writing.]]>
<![CDATA[THE TEACHING OF EFL READING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[ Abstract: Skills in reading (and learning information from) texts written in English as a foreign language (EFL reading) constitute an important element of the establishment of English curriculum of secondary and tertiary schools (both English and non-English departments) in Indonesia. The need of the learners to be skilled in reading to learn has inspired EFL reading teachers or specialists to apply some techniques in the teaching of EFL reading and to investigate the effects of the techniques on improving Indonesian studentsââ¬â¢ reading skills, as well as to examine various related aspects such as reading materials, reading strategies, and factors affecting reading comprehension. Our purpose in writing this article is to review recent development in the EFL reading pedagogy and research in Indonesia and to view it from the broader perspective on the theories of reading processàand ESL/EFL reading instruction. Drawing on the results of this analysis, we will outline the current trends and recommend future direction in the EFL reading pedagogy and research in this country.]]>
<![CDATA[TEACHERSâ ATTITUDES AND TECHNOLOGY USE IN INDONESIAN EFL CLASSROOMS ]]>
<![CDATA[Hilda Cahyani]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[The use of technology in education deals with two major aspects: mode and content. Nowadays, second-language teachers have the options to use technology, either web-based or non web-based, to help learners learn the target language (content) successfully. This paper aims at reporting research findings on the types of technology that the teachers use in their classrooms, how they apply them, and why they decide to use them. It also explores the teachersâ attitudes towards the use of technology and the extent to which certain types of technology have affected language learning achievement of their students.]]>
<![CDATA[CASE STUDY APPROACH IN SECOND LANGUAGE LEARNING RESEARCH ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 2, No 1: July 2002 ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v2i1.752
<![CDATA[The purpose of this anicle is to discuss methodological issues of the case study as an approach in second Im.guage learning research. It firstly analyses the positioll of case sludy in lhe conlinuum of research design. It then discusses the advalllages of using the case study approach to examine L2 learning. alld highlights some types of research questions thai can be addressed usillg this approach. Furthemwfe, the limi.tations of case study will be examined and the ways to deal with them will be discussed. Finally, this article analyzes samp'e case studies recently conducted to provide insights on how this approach can be applied usefully in the context of second language learning.]]>
